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Download full textByun, Sunghwan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In mathematics classrooms, teachers are often the authority as a knower of mathematics. To support students to develop their identity as doers of mathematics, teachers need to decenter the authority and to place students in a more powerful position as autonomous thinkers. Building on the work of Herbel-Eisenmann and colleagues (2013), this paper…
Descriptors: Mathematics Education, Student Centered Learning, Mathematics Teachers, Teacher Student Relationship
Direct linkHerbel-Eisenmann, Beth A. – Journal for Research in Mathematics Education, 2007
The author used a discourse analytic framework to examine the "voice" of a middle school mathematics unit. The aim of the analysis was to see whether the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM's "Standards" (1991) to shift the locus of authority away from the teacher and the textbook…
Descriptors: Textbooks, Mathematics Instruction, Discourse Analysis, Literary Devices
